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Content Preview Climate Change: The Future is Now...... Page 2
Dive In: Oceanographic Engineering...... Page 18
Mars: Manifest Destiny...... Page 35
Medieval: STEM Through the Middle Ages...... Page 59
Out of the Silo: Argonomic STEM...... Page 76 IMSA Fusion — Powered by Climate Change STEM Curriculum Module
Table of Contents Unit Objectives, Standards, Overview...... 1 Unit Summaries, Acknowledgments...... 9 Materials...... 15 Unit 1: It’s the L.A.W...... 17 Unit 2: Where Next?...... 21 Unit 3: The Greenhouse Effect...... 25 Unit 4: Footprints...... 29 Unit 5: Designer Bags?...... 31 Unit 6: Lost Land...... 33 Unit 7: A Day at the Beach...... 37 Unit 8: Coral Reefs...... 41 Unit 9: Tracking the Storm...... 45 Unit 10: The Past, The Present, The Future...... 49 Unit 11: Season Creep...... 53 Unit 12: Raging Waters...... 57 Unit 13: Let’s Go Shopping...... 63 Unit 14: Storybook Solutions...... 67 Unit 15: It’s Time You Know...... 69 Resources...... 73 Climate Change Curriculum Overview Notes
Climate Change: The Future is Now engages participants in a variety of investigations to help establish basic understandings regarding climate science literacy. Exploration through both virtual and real-time experiments, the use of web based applications, modeling and engineering experiences will help participants identify the facts, issues, and actions they wish to take.
Curriculum Objectives The students will learn: humans can take actions to reduce climate change and its impacts humans can adapt to climate change by reducing their vulnerability to its impacts the abundance of greenhouse gases in the atmosphere is controlled by biogeochemical cycles that continually move these components between their ocean, land, live and atmosphere reservoirs our understanding of the climate system is improved through observations, theoretical studies, and modeling emissions from widespread burning of fossil fuels since the start of the Industrial Revolution have increased the concentration of greenhouse gases in the atmosphere human activities have affected the lands, oceans, and atmosphere, and the changes have altered global climate patterns melting ice sheets and glaciers, combined with the thermal expansions of seawater as the oceans warm is causing sea level rise the chemistry of ocean water is changed by absorption of carbon dioxide from the atmosphere ecosystems on land and in the ocean have been and will continue to be disturbed by climate change
Logistics
Class age/size: All lessons are designed for twenty 4th-5th grade students.
Materials: See insert for each individual activity within this curriculum.
Time: This curriculum is designed for 32 content hours. See individual activities for suggested times.
Location: All activities may be taught in a classroom. Water is needed for some activities.
Illinois Mathematics and Science Academy® T1 Climate Change Notes Standards and Practices
NOAA Climate Literacy Essential Principles NOAA 1: Humans can take actions to reduce climate change and its impacts NOAA 2: Humans can adapt to climate change by reducing their vulnerability to its impacts NOAA 3: The abundance of greenhouse gases in the atmosphere is controlled by biogeochemical cycles that continually move these components between their ocean, land, live and atmosphere reservoirs NOAA 4: Our understanding of the climate system is improved through observations, theoretical studies, and modeling NOAA 5: Emissions from widespread burning of fossil fuels since the start of the Industrial Revolution have increased the concentration of greenhouse gases in the atmosphere NOAA 6: Human activities have affected the lands, oceans, and atmosphere, and the changes have altered global climate patterns NOAA 7: Melting ice sheets and glaciers, combined with the thermal expansions of seawater as the oceans warm is causing sea level rise NOAA 8: The chemistry of ocean water is changed by absorption of carbon dioxide from the atmosphere NOAA 9: Ecosystems on land and in the ocean have been and will continue to be disturbed by climate change References to NOAA Climate Literacy The Essential Principles of Climate Science, http://cpo.noaa.gov/sites/cpo/Documents/pdf/ClimateLiteracyPoster-8_5x11_Final4-11.pdf
NGSS Scientific and Engineering Practices 1. Asking questions and defining problems (SEP1) 2. Developing and using models (SEP2) 3. Planning and carrying out investigations (SEP3 4. Analyzing and interpreting data (SEP4) 5. Using mathematics and computational thinking (SEP5) 6. Constructing explanations and designing solutions (SEP6) 7. Engaging in argument from evidence (SEP7) 8. Obtaining, evaluating, and communicating information (SEP8)
Next Generation Science Standards 4-ESS2-1: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. 4-ESS2-2: Analyze and interpret data from maps to describe patterns of Earth’s features. 4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment. 4-ESS3-2: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. 4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. 5-ESS2-1: Develop a model using an example to describe ways in which the geosphere biosphere, hydrosphere, and/or atmosphere interact.
Illinois Mathematics and Science Academy® T2 Climate Change
5-ESS3-1: Obtain and combine information about ways individual communities use Notes science ideas to protect the Earth’s resources and environment. 5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. 5-PSI-2: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. MS-ESS3-1: Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. MS-ESS3-3: apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. MS-ESS3-4: construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting sub-systems composed of groups of cells. MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. MS-LS2-2: construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and non-living parts of an ecosystem. MS-LS2-5: Evaluate competing design solutions for maintaining biodiversity and ecosystem services. MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles
Illinois Mathematics and Science Academy® T3 Climate Change
Notes and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
References to Next Generation Science Standards are adapted from NGSS. NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.
Common Core State Standards Mathematical Practices MP1: Make sense of problems and persevere in solving them. MP2: Reason abstractly and quantitatively. MP3: Construct viable arguments and critique the reasoning of others. MP4: Model with mathematics. MP5: Use appropriate tools strategically. MP7: Look for and make use of structure.
Common Core State Standards Mathematics 3.MD.A.1 : Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. 3.MD.A2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one- step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.2 3.MD.B.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. 3.MD.B.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. 4.MD.A.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... 4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 5.G.A.1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on
Illinois Mathematics and Science Academy® T4 Climate Change each line and a given point in the plane located by using an ordered pair of numbers, called Notes its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). 5.MD.A.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 5.NBT.A.1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. 5.NBT.A.2: Explain patterns in the number of zeroes of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. 6.EE.A1: Write and evaluate numerical expressions involving whole-number exponents. 6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. 6.EE.A.2.c: Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2. 6.NS.C.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. 6.RP.A.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1 6.RP.A.3.c: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. 8.SP.A.1: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
Illinois Mathematics and Science Academy® T5 Climate Change
Notes
Common Core State Standards English Language Arts RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. SL8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. W4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic W4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Illinois Mathematics and Science Academy® T6 Climate Change
W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, Notes and research. WHST.6-8.1: Write arguments focused on discipline-specific content. WHST.6-8.9: Draw evidence from informational texts to support analysis reflection, and research.
References to Common Core are adapted from NGA Center/CCSSO © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Illinois Mathematics and Science Academy® T7 Climate Change
Notes
Illinois Mathematics and Science Academy® T8 Climate Change Unit Summaries and Objectives Notes
It’s the L. A. W. In the first lesson, “It’s the L. A. W.,” students begin thinking about how they use the Land, Air, and Water for different activities in which they participate, as well as what resources each of these provides. They also begin to visualize the Earth as a system.
The students will: share their ideas about uses of land, air, and water explain how the land, air, and water are linked hypothesize how global warming may be affecting land, air, and water work collaboratively to develop a flow chart
Where Next? As a major greenhouse gas, carbon travels naturally in a cycle. Humans have accelerated the amount of carbon emitted into the atmosphere. Through the use of a game to begin the lesson “Where Next?”, the students then develop a model to explore the carbon cycle.
The students will: describe and draw a model of the carbon cycle identify events that impact the carbon cycle classify the impact of an event as harmful or helpful to the environment evaluate events impacting the carbon cycle as natural or human in origin
The Greenhouse Effect How certain gases in the atmosphere contribute to global warming is often explained by simple analogy with greenhouses or sealed automobiles on a hot day. Students will go one step deeper by constructing a physical model of the Earth’s atmosphere to simulate how it interacts with light. They will collect data and analyze the effect of increasing greenhouse gases.
Footprints on the Earth Carbon dioxide quantities contributed to the atmosphere vary based on our activities. This amount can be calculated using a computer program. In the lesson “Footprints on the Earth” each student will determine the size of their carbon footprint, examine the reasons, and develop strategies for a carbon footprint. The students will: use an online program to determine their carbon footprint read and interpret data plan methods for lessening their carbon footprint calculate carbon emissions
Designer Bags Plastic is petroleum based. Netted produce bags are often made from polyethylene. In the lesson “Designer Bags,” a local group asks the FUSION team to help solve the problem of
Illinois Mathematics and Science Academy® T9 Climate Change
Notes too many polyethylene bags lying around their agricultural based community. This simulation engages the student in authentic problem solving.
The students will: define a solution to a problem based on materials and time develop a plan for scaling up production of a product evaluate trade-offs of product development
Lost Land The lesson “Lost Land” familiarizes the students with the Dust Bowl, the current cost of soil erosion both financially and environmentally, as well as the need to preserve soil. Using stream tables, participants examine the effects of water erosion on agricultural soil. The students will: discuss facts about the Dust Bowl investigate the effects of water erosion and deposition participate in a simulation of erosion and deposition engineer a method to reduce erosion on a simulated farm field
A Day at the Beach “A Day at the Beach” is a multi-part activity. Students develop a knowledge base about pH and ocean acidification. Next, they take this information to predict and test the effects of acidification on various shells of marine organisms.
The students will: explore acidity and pH develop an understanding of ocean acidification observe effects of ocean acidification on various shells of marine organisms
Coral Reefs Coral reefs represent a unique ecosystem which is particularly vulnerable to climate change. Students will learn a bit about the biology of coral and then conduct a simulation to observe the many ways which a changing climate can impact the reef ecosystem.
Tracking the Storm In the lesson “Tracking the Storm” biographies of hurricanes will be read and shared to gain background information and familiarity. Using a NOAA Atlantic hurricane tracking chart, students will chart the tracks of some hurricanes. Next they will examine the data to help draw conclusions about the formation and paths of hurricanes.
The students will: classify storms as hurricanes or cyclones convert miles per hour to knots graph paths of hurricanes and other related data read, summarize, and communicate historical information regarding hurricanes
Illinois Mathematics and Science Academy® T10 Climate Change
The Past, The Present, and The Future Notes Generating graphs, examining coastal population patterns, and reviewing data from NOAA regarding hurricanes over the past two centuries are among the activities in the lesson “The Past, The Present, and The Future.” The students will consider the impact of human changes in these areas and the potential impact of climate change on hurricanes in the future.
The students will: graph historical data on frequency of hurricanes and coastal population growth analyze, interpret, summarize, and draw conclusions from data in various formats discuss technologies used in modeling hurricane tracking and prediction determine factors involved in determining cost of destruction of hurricanes draw conclusions on the impact of climate change on the future of hurricanes
Season Creep As global temperatures increase, spring-like days come ever earlier on the calendar. Organisms must adjust to this change. Curiously, they adjust at different rates. This is problematic to any pair or group of organisms that rely on synchronizing their life cycles. Students will simulate an ecosystem composed of two species of flower and two species of pollinating hummingbirds. As their flowering and feeding cycles drift apart, students will collect and analyze data to determine which species is at greatest risk.
Raging Waters (I’m Melting, Your Coastal Kingdom, The Damage Done) There are many consequences of the continual rise of the sea level. Through three activities in the lesson “Raging Waters,” students discover some of these consequences. I’m Melting engages the students in accessing satellite images of polar ice from which to collect data and draw conclusions. They will test some ideas about melting ice by designing and conducting an experiment. Your Coastal Kingdom puts students in charge of planning how a coastal community will adapt to rising sea levels. In The Damage Done, students use an interactive map to select a United States coastal city. They then manipulate the amount of sea level rise and are able to visualize the effects on that community.
The students will: examine the causes of sea level rising model sea level rising plan for adapting to rising sea levels simulate the effects of sea level rising on the United States
Let’s Go Shopping Textile recycling is less prevalent than other types of recycling. Students will follow the life cycle of a textile product in the lesson “Let’s Go Shopping”. Then they will make a reusable shopping bag from an old t-shirt.
The students will: follow the life cycle of a piece of clothing construct a reusable bag
Illinois Mathematics and Science Academy® T11 Climate Change
Notes Storybook Solutions Students read a story about a group of forest animals that go in search of a solution to global warming. After critiquing the book, students create their own storybooks that show realistic solutions to problems associated with climate change.
It’s Time You Know Culmination of the unit happens in “It’s Time You Know”, when students select a public service announcement (PSA) topic. After researching their area of interest, they make a PSA in a format of their choice to share with the school community.
The students will: research various aspects of climate change design a public service announcement
Illinois Mathematics and Science Academy® T12 Climate Change It’s The L.A.W. Notes
Objectives The students will: • share their ideas about uses of land, air, and water • explain how the land, air, and water are linked • hypothesize how global warming may be affecting land, air, and water • work collaboratively to develop a flow chart
Standards SEP 2 SL.4.4 SEP 6 SL.5.1 SEP 8 W.5.8 5-ESS2-1 GO9 5-ESS3-1
Background
The atmosphere consists of layers. Moving away from the surface of the Earth, the layers are the troposphere, stratosphere, mesosphere, thermosphere, and exosphere. Energy from the sun enters the atmosphere while some of it is reflected back to space. Energy entering the atmosphere first heats up the surrounding air, eventually making its way to heat up the entirety of Earth’s surface. In turn the Earth radiates some heat back into the atmosphere. Greenhouse gases in the atmosphere delay this heat energy from escaping by absorbing some of the energy and release it back toward Earth. This cycle continues as if Earth were wrapped in a never-ending blanket.
Biotic (living) and abiotic (non-living) factors are changing as a result of the global warming. Carbon dioxide, methane, and water vapor are among the main greenhouse gases that occur naturally on Earth, but humans are accelerating the rate at which they are being added to the atmosphere. Evidence of both rates and consequences of these greenhouse gases from the past are determined through the collection of proxy data. This includes looking at items such as ice core data, tree rings, and lake sediments.
Inquiry Overview First students may respond to a survey to express what they know and how they think about the topic of climate change in an anonymous format. After that, small groups work collaboratively to brainstorm ways in which land (“L”), air (“A”), and water (“W”) are valued and used. Then they explain how the three are interrelated and potentially affected by consequences of global warming.
Advanced Preparation Decide where the first activity will be held due to the amount of space students will need to complete their group work.
Illinois Mathematics and Science Academy® T17 Climate Change
Notes Activity Students work in groups of 4 Materials Estimated Time: For the class: 15 Minutes: Introduction Masking Tape 60 Minutes: Brainstorming, Discussion, and Markers Coloring Supplies Recording Ideas For each group of 4: 15 Minutes: Assemble Poster 3 Sheets of poster board 45 Minutes: Sharing and Discussion of Poster and 3 Connector Pieces of Debrief poster board
Climate Change: The Future is Now involves all factors of our environment, both living (biotic) and non-living (abiotic), which includes the land, air, and water.
Students will be making a poster for each of the three in this system. Each group may pick where they would like to start. For example, they may start with land. They should put “LAND,” on their poster. Now their task is to work together and brainstorm as many different ways the land is used. You may want to prompt their thinking with questions such as,
What do we get from the land? How do we use the land? Where do we live? Do we get anything from the Earth?
Next, have the students record their ideas on the poster board. Remind them to write large enough so that others will be able to read what they have written.
Walk around the room while students are working. Assist them by asking them to clarify their ideas. Use prompting questions as needed.
Have groups repeat this process for the, “Air,” and the, “Water.”
After groups have had ample time to complete these three posters, ask them to shift their thinking. Again use a series of questions such as the ones below. Ask students to clarify their ideas within their groups.
How are these topics related to each other? Does the land affect the water? Does the water affect the atmosphere? Does the atmosphere affect the water?
When you are confident that the groups have the concept that land, air, and water are interrelated show the groups a connector strip of poster board. This is where the groups will
Illinois Mathematics and Science Academy® T18 Climate Change write their ideas about how one environment affects the other. Encourage students to use Notes arrows to show the flow of their ideas. Distribute the poster board. Assist groups as needed.
Ask students to think about how they would assemble their connector to their posters to make a flow chart. They will use MASKING TAPE. Assist as needed. Have groups share their “It’s the L. A. W.” flow charts.
Host a discussion using the debrief questions. They will provide insight as to where the students are in their understanding of the topic. You may also want to post the flow charts the groups produced. It will be helpful to refer back to the charts throughout the unit.
Debrief Ask the students: What were the most important uses of the land? What were the most important uses of the atmosphere? What were the most important uses of the water? How do these systems affect each other? How do you think climate change might affect these systems? Is it important to protect these systems? Explain your ideas.
Resources http://www.ncdc.noaa.gov/paleo/globalwarming/what.html
Illinois Mathematics and Science Academy® T19 IMSA Fusion— Powered by Dive in: Ocean- graphic STEM Curriculum Module
Table of Contents
Curriculum Overview, Objectives, Unit Summaries...... 1 Unit Objectives...... 3 Standards...... 7 Materials...... 13 Unit 1: Dive in! It’s Trivia...... 17 Unit 2: A-Salt on Water...... 21 Unit 3: C Pearl Farms...... 29 Unit 4: You’ve Got to Move it...... 37 Unit 5: Bioprospecting...... 45 Unit 6: Over the Ocean...... 55 Unit 7: Crash Waves...... 59 Unit 8: Island Engineer-ity...... 65 Unit 9: Power Up...... 71 Unit 10: City Development...... 77 Unit 11: Surf’s Up...... 83 Dive In: Oceanographic Engineering
Curriculum Overview
Although some is known about oceans, many believe that there is still a majority that remain unexplored. The oceans are home to wide variety of organisms and are constantly changing. Humans rely on the ocean for a multitude of reasons including food, products, recreation, and energy. Engineering is involved in all aspects of harnessing these resources. During Dive In: Oceanographic Engineering, students will be engaged in identifying problems, designing, testing, and evaluating potential solutions pertinent to the ocean.
Curricular Objectives Engage in and evaluate modeling and simulations. Use real world data. Develop an awareness of engineering opportunities provided by the oceans. Gain a global perspective on the importance of the oceans.
Unit Summaries
Oceans cover a major part of the Earth’s surface and, due to their extreme diversity, are used by humans for a variety of their resources. A general introduction to the ocean occurs through the game Dive In: It’s Trivia.
Accessibility and availability of clean, fresh water are becoming increasingly critical for humans. Modeling of desalination in A-Salt on Water provides opportunities to explore the processes behind possible solutions.
Aquaculture can be explained as farming in the water- in this case, the oceans. One aspect of this industry, pearl farming, will be explored by students in C Pearl Farms.
Millions of dollars of consumer goods are traveling on the ocean at any given time. You’ve Got to Move It explores the use of the ocean for transportation, tracking the shipping industry, and ocean currents.
Many new products, including medications, are being inspired by life in the ocean. Bioprospecting introduces students to the processes involved in the phases of ocean-based medicine development.
What are the optimal conditions for selecting a building site for an island? Many factors, both biotic and abiotic, affect that decision. Choosing the location for the construction of an island will be a problem solved during Over the Ocean.
Illinois Mathematics and Science Academy® T1
Dive In: Oceanographic Engineering
Alternate energies come in many forms, including harnessing energy from the ocean. Wave energy converters may be used to achieve this goal. Crash Waves engages students in exploration of these concepts.
Islands are surrounded by water and may be natural or artificial. Many materials can be used in the construction of an island, but the primary component is sand. Island Engineer-ity explores characteristics of the materials that could potentially be used in this process.
There are many applications for different pressure systems. Work can be completed by harnessing the forces and effects of air. One application of these systems is a crane. Exploration of these effects and applications will occur in Power Up.
Tourism is a large part of many island economies. Thoughtful city planning must be completed in order to maximize the benefits of the island. Determining the location of housing and parks and recreation centers will be challenges posed during City Development.
The ocean has long been used for recreation and sport. Certain geographical locations provide greater challenges than others when it comes to surfing. Through investigation of the surfboards, topographical features, and Mavericks, students gain an understanding of the science and math involved in Surf’s Up.
Illinois Mathematics and Science Academy® T2
Dive In: Oceanographic Engineering
Unit Objectives
Dive In: It’s Trivia: • Determine the importance of oceans on human life. • Explore marine life.
A-Salt on Water: • Compare salinity, or salt content (in terms of fractions and percentages) in salt water, ocean water and freshwater. • Model the distribution of salt to fresh water, and the availability of potable water on the planet. • Model the difficulties associated with separating salt from ocean water. • Investigate the process of desalination.
C Pearl Farms: • Design, build, and evaluate a prototype. • Observe, collect, analyze data. • Describe conditions needed for pearl oyster farming. • Make decisions based on facts. • Evaluate trade-offs. • Explore optimal solutions. • Work collaboratively to solve a problem. • Develop strategies for solving a problem. • Identify properties of pearls. • Develop and employ criteria. • Come to a consensus.
You’ve Got to Move It: • Research using a data base • Create a presentation • Identify and evaluate strategies to solve a problem • Employ latitude and longitude to solve a problem • Interpret ocean currents map • Use evidence to develop an explanation • Design a scale drawing • Define a solution to a problem based on materials and time • Develop a plan for scaling up production of a product • Evaluate trade-offs of product development
Illinois Mathematics and Science Academy® T3
Dive In: Oceanographic Engineering
Bioprospecting: • Identify products made from aquatic organisms. • Design a method for a population count. • Sample a population. • Work collaboratively within a group. • Evaluate a model. • Develop and follow a procedure. • Collect, analyze, interpret, and present data. • Determine latitude and longitude. • Convert between measurement units. • Use data to make and defend decisions.
Over the Ocean: • Evaluate the pros and cons of a situation and make a decision based on evidence. • Evaluate order of operations mathematical problems. • Locate ordered pairs on a circular sonar grid.
Crash Waves: • Discover that oceanic waves involve the movement of energy, not the forward movement of water. • Explore devices that harness the energy from oceanic waves. • Analyze wave energy devices (WEC’s) to determine their benefits and challenges. • Redesign an existing WEC with specific conditions in mind.
Island Engineer-ity: • Observe different types of sands and categorize based on textural differences. • Test the various sand samples to determine which sand type can be used to build the most stable structure. • Test a variety of additive materials to see which materials work best to reinforce the stability of sand structures.
Power Up: • Explore and analyze the behavior of air pressure in a system. • Build and test a pressure-controlled mechanical system model. • Explore the closed system pressure principal. • Construct a model of a closed system air pressure. • Evaluate the performance of the closed air pressure system.
Illinois Mathematics and Science Academy® T4 Dive In: Oceanographic Engineering
City Development: • Evaluate, assess, and apply factors involved in city map development including conceptual residential and commercial potential development. • Investigate social responsibility concept toward the community. • Design, build, test, and analyze infrastructure creation and development according to climate conditions. • Calculate costs based on supply and demand.
Surf’s Up: • Calculate averages. • Construct a scale drawing. • Read and analyze data. • Interpret and graph data. • Work collaboratively. • Construct a topographic model of ocean floor. • Follow a procedure. • Collect and analyze data. • Build, test, and evaluate a model. • Identify problems to be solved. • Communicate ideas. • Develop a solution to solve a problem
Illinois Mathematics and Science Academy® T5
Dive In: Oceanographic Engineering
Illinois Mathematics and Science Academy® T6 Dive In: Oceanographic Engineering
Standards
NGSS Scientific and Engineering Practices:
SEP1: Asking questions and defining problems SEP2: Developing and using models SEP3: Planning and carrying out investigations SEP4: Analyzing and interpreting data SEP5: Using mathematics and computational thinking SEP6: Constructing explanations and designing solutions SEP7: Engaging in argument from evidence SEP8: Obtaining, evaluating, and communicating information
Next Generation Science Standards (NGSS):
4-ESS2-2: Analyze and interpret data from maps to describe patterns of Earth’s features.
5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
5-ESS2-2: Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS-3: Plan and carry out fair tests in which variable are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment.
Illinois Mathematics and Science Academy® T7
Dive In: Oceanographic Engineering
3-LS4: Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.
MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function.
MS-LS1-4: Use argument based on empirical evidence and as scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
4-PS-4-3: Generate and compare multiple solutions that use patterns to transfer information.
5-PS1-3: Make observations and measurements to identify materials based on their properties.
MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
References to Next Generation Science Standards are adapted from NGSS. NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.
Common Core State Standards Mathematical Practices:
MP1: Make sense of problems and persevere in solving them. MP2: Reason abstractly and quantitatively. MP3: Construct viable arguments and critique the reasoning of others. MP4: Model with mathematics. MP5: Use appropriate tools strategically. MP7: Look for and make use of structure.
Common Core State Standards Mathematics:
4.MD.A.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36)…
Illinois Mathematics and Science Academy® T8 Dive In: Oceanographic Engineering
4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
5.G.A.1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
5.MD.A.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi- step, real world problems.
5.NF.A2: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
5.OA.A2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
6.NS.C.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
6.RP.A.3.C: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
6.RP.A.3.D: Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
7.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
Illinois Mathematics and Science Academy® T9
Dive In: Oceanographic Engineering
Common Core State Standards English Language Arts:
RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SL8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Illinois Mathematics and Science Academy® T10 Dive In: Oceanographic Engineering
Unit 1: Dive In: It’s Trivia Notes
Objectives:
• Determine the importance of oceans on human life. • Explore marine life.
Background Information What do food, fuel, land, medicines, transportation, commerce, entertainment, recreation, and economics all have in common? The answer is oceans. They compose the world’s largest living space. Up to 3 billion people depend upon the oceans for food. Over half of the world’s GNP comes from within 100 kilometers of the coastline. The world’s population spends over $50 billion a year on marine recreation. Millions across the globe depend upon the oceans for their livelihood. Many consider the oceans the last frontier.
Inquiry Overview In this unit, students will explore interesting facts related to the oceans. Working in small groups, student teams will complete a series of trivia questions evaluating their knowledge on many facets of the ocean. Upon successfully answering each question, students will receive a puzzle piece or an ocean label. Once each student team has collected all of their puzzle pieces and ocean labels, they will work together to solve the ocean map.
Activity Activity 1: It’s Trivia Objectives: It’s Trivia Determine the importance of oceans on human life. Materials: Explore marine life. for the teacher: • It’s Trivia Cards Standards: • It’s Trivia PowerPoint NGSS: SEP8 • Tape CCSS Mathematics: 6.RP.A.3.C, MP1 for each team of 2: • CCSS ELA/Literacy: RI.6.7, RST.6-8.4, RST.6-8.9 1 Set of Puzzle Pieces and Ocean Labels • Calculator (Optional) Estimated Time: for each student: 5 Minutes – Introductory Discussion • Student Pages 40 Minutes – Trivia Activity 15 Minutes – Debrief
Illinois Mathematics and Science Academy® T17
Dive In: Oceanographic Engineering
Notes Advanced Preparation: Prior to beginning the activity, prepare the trivia cards by folding them in half so the number is visible on the outside and the question is hidden inside the card. It is suggested that you secure each card to an area of the classroom where students can easily read each card.
Also, prepare the puzzle and ocean label sets. Each set consists of twelve pieces (6 pieces of the ocean puzzle and 6 ocean labels). Students will work in ten teams, with each team having their own set of puzzle pieces and ocean labels. You may choose to number each set (1-12) and then designate each team a corresponding number.
Finally, determine where you will be located within the classroom. This should be an area that is easily accessible to all students (such as the center of the classroom).
Suggested Inquiry Approach: To begin, arrange the students into small groups of 2. At this time, you may choose to assign each team the number that corresponds with their puzzle and label set. Distribute the student pages to each learner and ask for a volunteer to read the Introduction aloud. Explain to the students that they will begin their study of Ocean Engineering by completing a trivia challenge. At this time, review the procedure with each team. By correctly answering a series of trivia questions about the oceans, students will collect puzzle pieces and ocean labels that will then be used to complete a world map with six bodies of water correctly labeled.
Finally, before students begin their challenge, take several minutes to review the rules of the activity. Answer any questions that students may have regarding the regulations of the game at this time. Also, verbally set your expectations in terms of student behavior.
Allow plenty of time for students to complete the activity. When student teams have collected all of their pieces, encourage them to work collaboratively to solve the ocean puzzle.
Finally, when all teams have completed the ocean puzzle, take several minutes to debrief their experience. Direct students back to their student pages to answer the included questions.
Illinois Mathematics and Science Academy® T18 Dive In: Oceanographic Engineering
Notes Debrief Activity 1:
As a whole class, have students discuss the following questions:
What trivia fact surprised you the most? After answering all of the trivia questions, what would you like to learn more about? What do you think the title of this curriculum (Dive In: Oceanographic Engineering) means?
This final debrief question allows students to make predictions and reference their prior knowledge to define a potentially unfamiliar concept. You may choose to record student ideas on chart paper to refer back to at the end of this curriculum. This would provide students with an opportunity to evaluate the knowledge they have gained by participating in this program.
Answer Key with hints:
Question One: Approximately 90% Question Two: 1048.76 km2 Question Three: Buckets & Pails 0.02% Room Fresheners 5% Sharks 19% Toilets 75%
Question Four: 3 Question Five: (Based on length) Manta ray, Giant squid, Whale shark, Blue whale, Lion’s mane jellyfish Question Six: SCUBA Question Seven: One Quintillion, Four Hundred Fifty Quadrillion Question Eight: Volume of Earth’s Moon = Volume of Pacific Ocean, Volume of Sun ≠ Volume of Pacific Ocean Question Nine: 52 feet, 6 inches Question Ten: 315,931 miles Question Eleven: 128,000,000,000 Question Twelve: Hawaii
Illinois Mathematics and Science Academy® T19
Dive In: Oceanographic Engineering
Notes Resources: http://blogs-images.forbes.com/jennifereum/files/2014/03/0311_find-and-keep-your- dream-job_1024.jpg http://channel.nationalgeographic.com/wild/shark-attack-experiment-live/articles/shark- attack-facts/ https://en.wikipedia.org/wiki/Artificial_island https://en.wikipedia.org/wiki/List_of_island_countries https://en.wikipedia.org/wiki/Surfboard http://images.clipartpanda.com/mountain-peak-clip-art-mountain-clipart.gif https://img1.etsystatic.com/000/0/5425890/il_fullxfull.116483447.jpg http://media.salon.com/2013/09/moon.jpg http://miriadna.com/desctopwalls/images/max/Rising-gold-sun.jpg http://news.discovery.com/animals/the-10-longest-animals-in-the-ocean-150113.htm http://pgarcheng.com/images/new-design.jpg http://see-the-sea.org/facts/facts-body.htm http://voices.nationalgeographic.com/2011/11/22/nat-geo-wild-what-are-the-odds-some- surprising-shark-attack-stats/ http://www.allfree-clipart.com/Sports/weightlifting.jpg https://www.google.com/search?q=what+does+scuba+stand+for&ie=utf-8&oe=utf-8 https://www.google.com/search?q=pirate+image&tbm=isch&tbo=u&source=univ&sa=X& ved=0ahUKEwjwxorDv- PLAhWGpB4KHYQBALcQ7AkIOw&biw=1232&bih=644#tbm=isch&q=ocean+image&i mgdii=ynHXhNu4YV-mEM%3A%3BynHXhNu4YV- mEM%3A%3B7qKIpGi9U5dcLM%3A&imgrc=ynHXhNu4YV-mEM%3A http://www.map-of-canada.org/canada-map-795.jpg http://www.nature.org/ourinitiatives/habitats/oceanscoasts/explore/five-reasons-we-are-all- connected-to-oceans.xml http://www.popularmechanics.com/science/animals/g210/strange-sea-animals-2/ http://www.tikisoul.com/images/Sufboard%20Row.jpg
Before moving on to the
next unit, be sure to submit your feedback to the Content Classroom at STOP https://learning.imsa.edu/
Illinois Mathematics and Science Academy® T20 Dive In: Oceanographic Engineering Dive In: Trivia Activity 1: It’s Trivia Page 1 of 2
Question One Question Two Write your answer. Solve:
______
Question Three (Draw lines to the correct Question Four answer.) Buckets & Pails 0.02% Write your answer.
Room Fresheners 5%
Sharks 19% ______Toilets 75%
Question Five Question Six Write your answer. ______
Illinois Mathematics and Science Academy® S1 Dive In: Oceanographic Engineering Dive In! Activity 1: It’s Trivia Page 2 of 2
Question Seven Question Eight Write your answer. ______1.______
______
______2.______
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Question Nine Question Ten Solve: Solve:
Question Eleven Question Twelve Write your answer. Write your answer. ______
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Illinois Mathematics and Science Academy® S2 IMSA Fusion— Powered by Mars STEM Curriculum Module
Table of Contents
Curricular Objectives and Introduction...... 1 National Standards...... 3 Unit Summaries and Planning...... 6 Materials List...... 8 Unit 1: Spacefaring or Extinct...... 11 Unit 2: Environmental Conditions...... 21 Unit 3: Citizen Science...... 33 Unit 4: Orbital Mechanics...... 47 Unit 5: To Boldly Go...... 59 Unit 6: Mars Transit Vehicle...... 71 Unit 7: Missions Architecture...... 81 Unit 8: Ice Truckers...... 89 Unit 9: We Are the Martians...... 99 References and Resources...... 107 Mars: Manifest Destiny Curricular Objectives
Students completing this curriculum will understand that:
Mars is a hostile environment. Although conditions there are quite different from Earth, both landscapes were shaped by many of the same physical processes. Certain unique features of Mars, however, are being studied closely. Citizen scientists can make a contribution to this effort. Designing a manned mission to Mars will be one of the greatest technical challenges ever undertaken by mankind. Yet, the challenge is largely one of complexity and cost. There are no hurdles which are beyond current scientific understanding. The ultimate goal of establishing a permanent colony on Mars will depend on finding ways to utilize Martian resources to attain complete self-sufficiency.
Students will arrive at these understandings through hands-on scientific inquiry. As they explore the content, students will gain valuable experience with the practices identified in the Common Core mathematics standards as well as the Next Generation Science Standards. Logistics
Students: 30 students in grades 6 – 8
Location: Activities are suitable for standard classrooms if laptop carts are available. Otherwise, some visits to a computer lab will be required.
Time: This curriculum contains approximately 32 content hours. Times for individual activities are typically 1 to 2 hours and detailed estimates are found at the beginning of each activity. Introduction
From the earliest days of space exploration, no other object has excited the imagination of writers, scientists, engineers, and the public more than Mars. A neighbor in space, and visible to the naked eye on many clear evenings, the Red Planet beckons.
The development of modern rocketry was advanced by visionaries such as Robert Goddard and Werner von Braun, who always considered Mars to be their true destination. Today, we have the technology to make that dream a reality. What’s more, there is a compelling reason to go, beyond the human instinct for exploration. Life on Earth has suffered a series of extinction events over its long history and there is no reason to expect the future to be uneventful. Becoming a multi-planetary species is the surest means of securing a long and prosperous future for humanity.
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Mars: Manifest Destiny
If Mars proves to be without native life, as seems likely given our current understanding, then human colonists will one day become “the Martians”. There is, however, another possibility. Although no evidence for life of Mars has yet been discovered, much research in this area continues. If native life, even microscopic, is discovered on Mars, then the moral equation changes completely. Past campaigns of colonization in the name of Manifest Destiny have had catastrophic results for native populations in the Americas and elsewhere. What would it mean for life on Mars? Could humans colonize Mars without driving the native ecology to extinction?
Such questions cannot be answered without a more complete understanding of the Red Planet. Humans may go to Mars in the 2030’s, as currently planned. Most likely, they will find no Martian organisms to worry about. Even if they should, and governments decide against colonization, the discovery and in-situ study of Martian organisms would be the most astounding achievement of the century. There is no reason not to begin planning the first manned mission to Mars immediately. Your students begin today!
Illinois Mathematics and Science Academy® T 2
Mars: Manifest Destiny
National Standards
Next Generation Science Standards: MS-ESS1-2: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar system. MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2: Evaluate competing design solutions using a systemic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. MS-PS2-2: Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. MS-PS3-3: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
NGSS Science and Engineering Practices: SEP1: Asking questions and defining problems SEP2: Developing and using models SEP3: Planning and carrying out investigations SEP4: Analyzing and interpreting data SEP5: Using mathematics and computational thinking SEP6: Constructing explanations and designing solutions SEP7: Engaging in argument from evidence SEP8: Obtaining, evaluating, and communicating information
Next Generation Science Standards Reference: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
Mathematics Common Core Standards: CCSS.Math.Content.6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
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Mars: Manifest Destiny
CCSS.Math.Content.6.EE.B.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. CCSS.Math.Content.6.NS.C.8 Solve real world and mathematical problems by graphing points in all four quadrants of the coordinate plane. CCSS.Math.Content.6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. CCSS.Math.Content.6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. CCSS.Math.Content.6.G.A.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. CCSS.Math.Content.6.G.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. CCSS.Math.Content.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. CCSS.Math.Content.7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. CCSS.Math.Content.7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between quantities. CCSS.Math.Content.8.EE.A.2 Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. CCSS.Math.Content.8.G.C.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
Mathematical Practices: CCSS.Math.Practice.MP1: Make sense of problems and persevere in solving them CCSS.Math.Practice.MP2: Reason abstractly and quantitatively CCSS.Math.Practice.MP3: Construct viable arguments and critique the reasoning of others CCSS.Math.Practice.MP4: Model with mathematics CCSS.Math.Practice.MP5: Use appropriate tools strategically
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Mars: Manifest Destiny
CCSS.Math.Practice.MP6: Attend to precision CCSS.Math.Practice.MP7: Look for and make use of structure CCSS.Math.Practice.MP8: Look for and express regularity in repeated reasoning
Common Core English Language Arts (ELA) Standards: 6-8.RI.7: Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea. 6-8.SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on middle school topics, texts, and issues, building on others’ ideas and expressing their own clearly. 6-8.SL.2: Analyze the purpose of information presented in diverse media and formats and evaluate the motives behind its presentation. 6-8.SL.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. 6-8.SL.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. 6-8.RST.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. 6-8.RST.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context. 6-8.W.1: Write arguments to support claims with clear reasons and relevant evidence 6-8.W.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content 6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant details and well-structured event sequences. 6-8.WHST.1: Write arguments based on discipline-specific content.
Common Core Mathematics and ELA Standards Reference Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010
Illinois Mathematics and Science Academy® T 5
Mars: Manifest Destiny
Unit Summaries and Planning
Unit 1 – Spacefaring or Extinct
This unit introduces the problem-centered challenge of designing the first manned mission to Mars. The first activity activates prior knowledge and allows students to play a board game. The game introduces many of the social and ethical issues involved in sending humans to Mars, as well as the hazards those astronauts will face. Student groups will then create infographics depicting their views on “What should a person know about travelling to Mars?”
Unit 2 – Environmental Conditions
Students compare the environments and landscapes of Earth and Mars. Using actual data from spacecraft orbiting Mars, students will construct multi-layer maps of the for the purpose of selecting the most advantageous landing site for their mission. Using an online tool called Mars Trek, students can virtually explore their chosen landing site as well as other interesting features on the surface of the Red Planet.
Unit 3 – Citizen Science
Students will study photographs of interesting features on the south polar ice caps. Using materials to simulate Martian soil and ice, students will conduct experiments in an effort to model the observed features. Finally, they will use an online website to classify the features as part of an ongoing research project called Planet Four, involving citizen scientists across the globe.
Unit 4 – Orbital Mechanics
This unit addresses some of the misconceptions students are likely to have about space travel. They will study elliptical orbits and learn how to shift from one orbit to another using the least possible amount of energy and fuel. Finally, they will chart a transfer orbit to Mars and calculate the critical factors which will drive the subsequent design of their spacecraft.
Unit 5 – To Boldly Go
Students begin by observing a video of a rocket launch before using a set of materials to test an idea they have about how a multi-stage rocket works. They will learn the role of the Space Launch System in getting heavy payloads into orbit. As they continue planning their first mission to Mars, students will determine how many astronauts are needed as well as the mass and volume of consumable supplies which those astronauts will need to complete the mission objectives selected by the class.
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Mars: Manifest Destiny
Unit 6 – Mars Transit Vehicle
In this unit, students will design a Mars Transit Vehicle capable of taking their crew to Mars and returning them safely to Earth. Using realistic design constraints and decisions made in previous units, students will calculate everything from the size of the storage lockers to the size of solar panels and thermal radiators. As they design, they will assemble a 1/100 scale prototype of their vehicle.
Unit 7 – Mission Architecture
Students will learn to construct Gantt charts and apply this knowledge to plan their mission. Once they have their plan charted, it will be used to help them make rapid decisions in the face of unexpected system failures. Go or abort? Students must decide.
Unit 8 – Ice Truckers
Students will consider the requirements for a Martian cargo rover. After seeing examples of other rovers, students will design, build, and test a prototype of their own. The emphasis will be on communications and cooperation between small teams as students are introduced to the concept of Systems Engineering.
Unit 9 – We Are the Martians
Students will consider the practical difficulties of constructing a permanent colony on Mars. First, they will experiment with construction techniques and materials by building and testing domes of simulated Martian concrete. Next, they will examine what it means for a community to be self-sufficient by looking at their own communities on Earth. Finally, they will design the physical layout of a colony for 500 Martian settlers.
Strategies for Planning your Fusion Program
If a Fusion program has less than 32 instructional hours available, then teachers will need to make thoughtful decisions about which units to use and which to skip. The following chart may be helpful if choosing units by theme.
Units Theme Instructional Time 1 - 3 Mars, the planet 11 hours 4 - 7 Spaceflight, the first mission 16 hours 8 - 9 Living on Mars, the permanent colony 7 hours
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NOTES Objectives:
Explore, support and challenge the technical, physiological, social and ethical issues around human space exploration. Evaluate the risks and rewards of spacefaring, and discuss why a manned mission to Mars is, or is not, appropriate for the human species. Determine motivation for, or against, traveling to Mars and justify this decision with information and logic. Gather information about the Red Planet, including average temperature patterns, atmospheric conditions, distance from the sun, and other factors that ultimately influence space travel design and preparation.
Background Information
Humans have dreamed of traveling into space for many years. The pursuit of exploring beyond our Earth has been persistent and enduring. Since the beginning of the 20th Century, space programs have worked diligently to develop the technology and information systems necessary to send explorers into space. Consequently forming a market of competition among participating countries (i.e, China, Germany, Russia and the United States), the desire to explore space initiated the engineering of rockets, and later, plans to send humans into space.
The United States, an active and accomplished contributor to space travel, successfully sent its first satellite, Explorer 1, into orbit on January 31, 1958. Several years later, in 1961, the U.S.’s Alan Shepard became the first American to fly into space. Continuing to send men into space, on February 20, 1962, John Glenn became the first American to reach Earth’s orbit. Finally, on July 20, 1969, with sights on exploring new planets in our solar system, Neil Armstrong took “a giant step for mankind” as he stepped onto the Moon (source: Aerospace). Now, with increased attention on furthering our exploration to other planets, developing a detailed plan to complete the first manned mission to Mars is being pursued.
The first images of Mars were taken by the Mariner 4, a fly-by spacecraft sent into orbit in 1965. Since then, while dozens of orbiters, landers and rovers have been launched into space to study the Red Planet, only about one of every three missions has been a success. Yet, information and data received from these
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successful missions have provided an interesting insight into the topography, NOTES atmosphere, weather and geology of a planet yet to be explored by humans.
In 2016, President Barack Obama set a clear goal to send humans to Mars by the 2030s. President Donald Trump has also echoed the urgency of achieving this task. Currently, commercial partners are working to build new habitats that can sustain and transport astronauts on long- duration missions in deep space. These missions will teach us how humans can live far from Earth.
There are many documented and published reasons for sending humans to Mars. These include discovering information about Mars that cannot be achieved by robots, inspiring current and future scientists, building morale and prosperity for the United States, the growth of diplomacy, and arguably the most significant, the advancement and expansion of humanity.
Elon Musk, the CEO and founder of Tesla and SpaceX, explains the need for humans to expand past this planet (source: Nu Sci):
I really think there’s a fundamental difference, if you sort of look into the future, between a humanity that is a spacefaring civilization, that’s out there exploring the stars, on multiple planets, and I think that’s really exciting, compared with one where we are forever confined to Earth until some eventual extinction event.
While significant achievements have been made in planning and preparing for the first manned mission to Mars, educating the public about the risks and rewards of space travel is important. Information gained from space explorations provide an abundance of new ideas and ground-breaking technologies that are used in our day-to-day living.
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Infographics, a resource growing in popularity, are often used to simplify a complicated or mundane subject into an interesting and attractive visual. A tool to educate and inform, infographics integrate words and graphics to reveal information, patterns or trends. Created with the understanding that humans receive input from all five sense, but significantly more information through vision, infographics balance visual content (colors, theme) with content (data, information) and knowledge (insight into the content).
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Inquiry Overview NOTES In the following activity, students will be presented with a Request for Information which will set the stage for studying and planning a Mars mission to launch in 2033. After brainstorming a list of known characteristics about Mars, students will participate in Mars: Manifest Destiny, a board game designed to introduce basic information about the Red Planet while introducing several technical, social and ethical issues which surround space travel. Students will work collaboratively to share thoughts regarding the risks and rewards of traveling to Mars while summarizing the implications of this task.
Next, students will reflect on their knowledge of space travel, Mars, and information gained from the board game to evaluate three questions:
Should we, as a human species, go to Mars? Should we, the United States, go to Mars? Would you go to Mars?
Then, after viewing a series of infographics, students will work with a partner to design their own infographic that answers the question, “What should a person know about traveling to Mars?” This visual resource will demonstrate a balance of informational content and images, and will be shared with the class as a tool to present complex information quickly and clearly.
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Activities NOTES Activity 1: Mars: Manifest Destiny
Objectives: Explore, support and challenge the technical, physiological, social and ethical issues around human space exploration. Gather information about the Red Planet, including average temperature patterns, atmospheric conditions, distance from the sun, and other factors that ultimately influence space travel design and preparation.
Standards:
CCSS ELA/Literacy: 6.RI.7, 6-8.W.2, Materials: 6-8.SL.1 for each student: Student Pages for each team of four: Estimated Time (60 minutes total): 1 Mars: Manifest Destiny 15 Minutes – Presentation of Letter Game Board 35 Minutes – Board Game 1 Die 10 Minutes – Debrief 1 set of Game Cards 4 Playing Pawns (four separate colors) Suggested Inquiry Approach: for the teacher: Game Directions Arrange students in groups of four. It is PowerPoint important that students are seated around Request for Information a circular or rectangular table so they are PowerPoint 1 piece of Chart Paper directly across from one another. Please 1 Chart Marker rearrange the classroom, if necessary. Seating Arrangement
Begin by displaying the Request for Information PowerPoint. This document can be located in the Teacher Resources file of this unit in the Content Classroom at learning.imsa.edu.
Allow several minutes for students to read the document. Then, pose the following questions to the whole class and select individual students to share their thoughts:
Why do you think people are so interested in traveling to Mars? The letter says that you will “study a Mars mission to be launched in 2033.” What do you think is involved in planning a space mission?
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How old will you be in 2033? NOTES Then, ask students:
What do you know about Mars?
As students share their ideas, record their thoughts on the provided chart paper. It is suggested that this visual remains in a location within the classroom to reference throughout the entirety of this curriculum. This record serves as evidence of students’ prior knowledge and will evolve as they experience new learning opportunities and challenges.
Next, distribute student pages, the Mars: Manifest Destiny Game Board, number die, game cards and four playing pawns. Refer to the directions as provided on the student pages. A PowerPoint slide is also available to display for the students. This can be found in the Teacher Resources file of the Content Classroom at learning.imsa.edu. Take several minutes to answer any questions that students may have about playing the game. Allow 30-40 minutes for students to complete the game. Once each team has finished, they should discuss and answer the reflection questions on their student pages.
Debrief Activity 1:
Following completion of the game, ask students to talk among their teams and summarize the information they learned while playing the game. Suggested questions for discussion include:
What information presented in the game surprised you the most? Why?
Why do you believe people are so interested in going to Mars?
What do you think would be the first step in preparing to travel to Mars? Why do you think this?
Who do you think is involved in planning a manned mission to Mars? What is their role?
What do you think the title of the game, Mars: Manifest Destiny, means?
Students may wish to return to the game at any time throughout the curriculum.
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NOTES
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Activity 2: Visualizing the Information NOTES Objectives: Explore, support and challenge the technical, physiological, social and ethical issues around human space exploration. Evaluate the risks and rewards of spacefaring, and discuss why a manned mission to Mars is, or is not, appropriate for the human species. Determine motivation for, or against, traveling to Mars and justify this decision with information and logic.
Standards:
CCSS ELA/Literacy: 6-8.W.2, 6-8.SL.1, 6-8.SL.5
Estimated Time (90 minutes total): 15 Minutes – Introduction 45 Minutes – Infographic Design Materials: 15 Minutes – Share and Debrief for each student: Student Pages Suggested Inquiry Approach: for each group of two: 9”x12” Colored Construction Paper Students will begin this activity by 12”x18” White reforming the small groups from Activity Construction Paper 1. Each group should be provided with the 9”x12” Neon Construction Paper appropriate student pages and game cards 1 pack of Colored from the Mars: Manifest Destiny board Markers (to be shared) game. 1 set of Game Cards from Activity 1 Select one volunteer to read the Computer with Internet Access (optional) Background Information aloud. Then, for the teacher: provide several minutes for the students to Infographics PowerPoint read and discuss the three focus questions:
Should we, as a human species, go to Mars? Should we, the United States, go to Mars? Would you go to Mars?
To answer these questions, students may refer to the information provided on the game cards, in addition to prior knowledge and insights gained from their peers, to provide a rationale for their answers. Students should record their responses and opinions in the provided space on the student pages. Encourage students to justify their reasoning with appropriate information.
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Once all small groups have completed their work, allow students to share their NOTES thoughts as a whole class. During this conversation, reiterate to students that there is no one, correct answer to the preceding questions. When discussing social and ethical issues, all ideas and thoughts are to be respected and welcome.
At this time, display the Infographics PowerPoint, located in the Teacher The Content Resource folder of the Content Classroom for this unit. Explain to the students Classroom can be that infographics are visual representations that are used to share information. located at Students will use this resource to present information that would be important imsa.learning.edu for a person to know if they were to consider traveling to Mars.
For each infographic included in the PowerPoint, allow students to discuss the information or data illustrated and make simple observations about how the visual content is displayed. At the end of the PowerPoint, pose the following questions to the whole class:
What do you notice about the information presented in the infographics? What do you notice about the visual characteristics of the infographics, such as the colors, shapes, amount of content on the page, etc.? How long did it take you to understand the “message” of each infographic?
Inform students that they will now create an infographic to organize and display information that would be useful to someone that is considering traveling to Mars.
After dividing each small group into partner teams, students should sort the Mars: Manifest Destiny game cards into two piles according to color: blue and yellow. Each partner team should then take a pile of cards. Information presented on the cards may be used as content for the infographic.
Students may also refer to their own knowledge of Mars and space exploration to construct their infographic. Alternatively, students could further investigate a facet of traveling to Mars by completing their own research.
Note: If resources allow, students may also create their infographic online using design software such as Piktochart. This website requires students to login with a pre-established email address. Once an infographic has been completed,
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Mars: Manifest Destiny Unit 1: Spacefaring or Extinct students may share or print their document. NOTES Once students have completed their infographic, allow several minutes for volunteers to share their image with the class. Encourage students to elaborate on the information they chose to represent and how they constructed their graphics. Once each partner team has presented their visual, reconvene for a whole class debriefing session.
Debriefing Activity 2:
What do you believe are the most significant rewards of completing a manned mission to Mars?
What do you believe are the most significant risks of attempting a manned mission to Mars?
Why do you believe people are so interested in space travel?
On October 4, 1957, the Soviets launched the first artificial satellite, Sputnik 1, into space. Since then, hundreds of astronauts, rockets, rovers and satellites have been sent into space. How do you think space exploration has benefited our population?
Extension
Students may choose to display their infographics outside of the classroom to provide classmates outside of IMSA Fusion with information about traveling to Mars. This would also provide students an opportunity to ask the question, “Would You Go to Mars?” and poll classmates during the regular school day. Students may also choose to ask, “Why or why not?” to survey explanations in response to their initial question. IMSA Fusion students could then use this information to predict what aspects of traveling to Mars are attractive, or worrisome, to their peers.
Prepare an area for students to exhibit this information. A bulletin board or whiteboard is recommended.
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NOTES
Before moving on to the next unit, be sure to STOP submit your feedback to the Content Classroom at https://learning.imsa.edu/
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Unit 1: Spacefaring or Extinct Student Pages for Activity 1: Mars: Manifest Destiny Page 1 of 4 Mars: Manifest Destiny
Request for Information: From the office of Professional Field Services of the Illinois Mathematics and Science Academy
On March 21st, 2017, President Trump signed into law bill S.422, the NASA Transition Authorization Act of 2017. In this law, NASA is directed to contract with an independent organization to study a Mars mission to be launched in 2033.
The Illinois Mathematics and Science Academy (IMSA) plans to be the organization which develops that study for NASA.
By reaching out to Fusion students for ideas, IMSA can directly involve the very generation which will be building the spacecraft and making the voyage of exploration to Mars.
The scientists, engineers, managers, and astronauts who conquer Mars in 2033 are currently students in elementary and middle schools. Who else could be as motivated to take on this challenge?
Your IMSA Fusion class has been selected to participate. Your ideas are needed. Help us fulfil our destiny to be a nation of explorers and a spacefaring species.
Dr. Norman “Storm” Robinson III Executive Director, Professional Field Services Illinois Mathematics and Science Academy
Illinois Mathematics and Science Academy® S 1 Unit 1: Spacefaring or Extinct Student Pages for Activity 1: Mars: Manifest Destiny Page 2 of 4
Background Information: In the 19th Century, manifest destiny was the belief that the United States was destined to stretch from coast to coast, across North America. During this time, the American people viewed it as their virtue, mission and destiny to expand their society. In his 1776 pamphlet, Common Sense, Thomas Paine explained this opportunity, stating, “We have it in our power to begin the world over again. A situation, similar to the present, hath not happened since the days of Noah until now. The birthday of a new world is at hand…” Today, with an eye on Mars and plans to complete the first manned mission to the Red Planet, many have stated that our new destiny is to look beyond our Earth for resources to sustain mankind. Mars, a terrestrial planet considered Earth’s analog in terms of hospitable environments, may serve as an option. However, the rewards of space travel, or spacefaring, do not come without risk.
Questions of Interest: Why do people want to go to Mars? What are the risks and rewards of completing a manned mission to Mars?
Materials:
1 Mars: Manifest Destiny Game Board 1 set of Game Cards 4 Playing Pawns (of different colors) 1 Die
Aim of the Game:
Be the first player to travel from Earth to Mars. Along the way, you will encounter obstacles and achievements as you experience the rewards of space exploration and the risks of the mission.
Illinois Mathematics and Science Academy® S 2 Unit 1: Spacefaring or Extinct Student Pages for Activity 1: Mars: Manifest Destiny Page 3 of 4
Preparation:
Begin by selecting a playing pawn and shuffling the deck of game cards. Position the game board so all players can easily move their pawns from circle to circle. Set up the game board placing each player’s pawn on EARTH and the game cards in the rectangle labeled DRAW. Place the number die on the game board.
How to Play:
Each player will roll the die. The player that rolls the highest number will begin as Player 1. Play will continue in a clockwise manner (unless instructed otherwise!) for each player turn.
When it is your turn, roll the die and move your pawn, circle by circle, the number shown on the die. If at any time you can move, you must move, even if it’s to your disadvantage. Two or more pawns may be on the same space at the same time.
If you land on , draw a game card. Read the information on the card aloud and follow the instructions as written. If you are instructed to exchange game piece locations with an opponent but do not wish to do so, you may forfeit your move. After completing the instruction on the game card, place the card in the DISCARD pile. If all game cards in the DRAW pile have been used before the end of the game, shuffle the cards in the DISCARD pile and replace them back in the rectangle labeled DRAW. Continue play.
Winning the Game:
The first player to reach Mars wins the game. You must land there by exact count. If your roll would take you past Mars, you cannot move. Try again on your next turn.
Illinois Mathematics and Science Academy® S 3 Unit 1: Spacefaring or Extinct Student Pages for Activity 1: Mars: Manifest Destiny Page 4 of 4
Discuss: What information present in the game surprised you the most?
Why do you believe people are so interested in going to Mars?
What do you think would be the first step in preparing to travel to Mars?
What are the risks of traveling to Mars? What are the rewards?
Illinois Mathematics and Science Academy® S 4 Unit 1: Spacefaring or Extinct Student Pages for Activity 2: Visualizing the information Page 1 of 2
Background Information: While significant achievements have been made in planning and preparing for the first manned mission to Mars, educating the public about the risks and rewards of space travel is important. Historically, the idea of space exploration has excited and intrigued many people. However, for some, the risks of this feat outweigh the rewards. In the following activity, you will create an infographic to illustrate valuable information that people should know about traveling to Mars.
Headline: What should a person know about traveling to Mars?
Materials:
1 set of Mars: Manifest Destiny Game Cards Construction Paper Colored Markers
Procedure:
1. Reflecting on your knowledge of space travel, Mars, and information you gained from playing Mars: Manifest Destiny, answer the following
questions. Justify your reasoning.
Should we, as a human Should we, the United Would you go to Mars? species, go to Mars? States, go to Mars?
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Unit 1: Spacefaring or Extinct Student Pages for Activity 2: Visualizing the information Page 2 of 2
2. Take several minutes to view the Infographics PowerPoint with your instructor. In the space below, record any observations you notice about the information presented and visual characteristics of each infographic.
3. Working together, separate the Mars: Manifest Destiny game cards into two colors according to color (blue or yellow). Then, divide your small group into two partner teams. Each partner team will take one color.
4. You and your partner will now design an infographic, complete with content and visual images, to answer the question “What should a person know about traveling to Mars?”
5. Using the information written on the game cards, or your own knowledge of space travel and Mars, record data and information that you will include in your infographic. You may also make notes of any images, color schemes, symbols, or other characteristics that you will use to make your infographic:
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IMSA Fusion — Powered by Medieval STEM Curriculum Module
Table of Contents
Curricular Objectives and Background...... 1 Standards...... 3 Unit Summaries and Objectives...... 7 Materials...... 13 Unit 1: Illuminating the Journey...... 15 Unit 2: You Reap What You Sow...... 19 Unit 3: Churning Through the Years...... 29 Unit 4: Say Cheese!...... 35 Unit 5: Medieval Measurements...... 41 Unit 6: Marco Polo: Top Trader...... 49 Unit 7: On the Verge of Time...... 57 Unit 8: Rags to Paper...... 65 Unit 9: We Are All Made of Stars...... 75 Unit 10: Ashes, Ashes, We All Fall Down...... 79 Unit 11: Dose...... 89 Unit 12: So Much Depends Upon... Printing...... 95 Unit 13: Everything is Illuminated...... 103 Resources...... 107 Medieval stem
Curriculum Objectives and Background
Curriculum Objectives • Explore how Science, Technology, Engineering and Math (STEM) were developed, altered and utilized by civilization during the medieval period. • Understand how modern STEM concepts are derived from historical information. • Experience how the engineering design process works, and how innovation often arises out of need. • Work collaboratively and experience the processes of science and math through activities, investigations and experimentation. • Integrate history into the understanding of how science and math developed as disciplines. Background
The Middle Ages are often considered to be “Dark.” This view arose in part because after the fall of the Roman Empire, the lines of communication were cut to a point that information could not easily flow between societies, which in turn lead to a perceived lack of intellectual and economic growth. Society became more fractured, with individual kingdoms fighting for resources, space and control. Amidst this fragmentation, the medieval people traveled, participated in commerce and developed educational systems that are still in use today. Moreover, engineering and technological developments occurred during the 5th through the 14th centuries. The Middle Ages were replete with ingenuity and advancement. This curriculum explores a sampling of issues, innovations and concepts derived and utilized during the Middle Ages. Students will observe, question, measure, and design. Through these units, students will utilize the observations to determine and understand the origin of modern science and math. Much of the knowledge taught in school today was originally formulated during the Medieval period. For example, developments in algebra and trigonometry became essential for success in travel and trade. Additionally, alchemical experimentation preceded the disciplines that we now recognize as chemistry and toxicology. Throughout this curriculum, students will understand that these small steps in knowledge and technology developed a foundation that later had a large impact on the advancement of society. MEDIEVAL! STEM Through the Middle Ages is an integrative curriculum. Economics and currency are explored through trade. Agriculture and travel implore the use of mathematics. Technology and application are exercised in alchemy, printing, and food-study units. The progress of STEM concepts are woven through multiple units. By the end of their journey, students will gain an appreciation for the history behind real-world concepts, as well as recognize how an understanding for knowledge is obtained from necessity.
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Next Generation Science Standards
MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms on an ecosystem. MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-2: Design a solution to a complex real-world problem by breaking to down into smaller, more manageable problems that can be solved through engineering.
Next Generation Science Standards Reference: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
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Science and Engineering Practices
SEP1: Asking questions and defining problems. SEP2: Developing and using models. SEP3: Planning and carrying out investigations. SEP4: Analyzing and interpreting data. SEP5: Using mathematics and computational thinking. SEP6: Constructing explanations and designing solutions. SEP7: Engaging in argument from evidence. SEP8 : Obtaining, evaluating, and communicating information.
Mathematics Common Core Standards
5.NF.B.7.C: Solve real world problems involving long division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g. by using visual fraction models and equations to represent the problem. 6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. 6.RPA.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. 6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. 6.RP.A.3.C: Find a percent of a quantity as a rate per 100; solve problems involving finding the whole, given a part and the percent. 6.NS.C.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. 7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. 7.RP.A.2: Recognize and represent proportional relationships between quantitites. 7.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 7.NS.A.1.D: Apply properties of operations as strategies to add and subtract rational numbers. 7.G.B.5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
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7.SP.C.5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability neat 0 indicates an unlikely event, a probability around ½ indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 7.SP.C.8.B: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event. 7.SP.A.1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 7.SP.C.7: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
HSG.SRT.C.8: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. HSS.IC.B.3: Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. HSS.MD.B.5: Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values.
Common Core Mathematical Practices
MP1: Make sense of problems and persevere in solving them. MP2: Reason abstractly and quantitatively. MP3: Construct viable arguments and critique the reasoning of others. MP4: Model with mathematics. MP5: Use appropriate tools strategically. MP6: Attend to precision. MP7: Look for and make use of structure. MP8: Look for an express regularity in repeated reasoning.
Common Core State Standards ELA/Literacy
RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 7.RL.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
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6-8.RH.$: Determine a theme or central idea of a text and analyze its development over the course of the text: provide an objective summary of the text. 6-8.RH.7: Integrate visual information (e.g., in charts, graphs, photographs, vidoes, or maps) with other information in print and digital texts. 6-8.SL.4: Present claims and findiings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. 6-8.SL.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. 6-8.SL.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. 6.RI.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. 6-8.RST.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. 6-8.RST.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 6-8.RST.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 6-8.RST.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. 9-10.RST.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. 11-12.RST.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Common Core Mathematics and ELA Standards Reference: Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers. Title: Common Core State Standards. Publisher: National Governors Association Center for best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010
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Unit Summaries and Objectives
Illuminating the Journey During the Middle Ages, books were rare, expensive, and often decorated with illuminations. In this unit, students will experience the design process used to create illuminated texts as they create a cover for journals that will be used to document their learning through this curriculum. Objectives: • Experience the art of creating illuminated letters. • Create journals to introduce the importance of bookmaking in the Middle Ages, as well as the amount of time and effort placed on the task of creating these books.
You Reap What You Sow Farming was important to most families during the Middle Ages, as the majority of the population was involved in agriculture for at least part of the year. In this unit the students will investigate the advantages and disadvantages of two- and three-field crop rotation systems, and apply their knowledge in an agricultural design simulation. Objectives: • Determine multiple variables that influence farming and crop yield, and predict a system that may assist in the maintenance of the variables. • Determine the meaning and significance of vocabulary specific to three-field rotation systems (i.e., field rotation system, fallow field, plow, etc.) as they are used in a text, and evaluate how these ideas are related to scientific aspects of agriculture. • Gain a historical perspective of the significance of agriculture and farming in the Medieval period. • Engineer a model representative of a three-field rotation system, and evaluate how this model impacts the influence of previously identified farming variables in relation to crop production. • Implement mathematical concepts (i.e., rates, probability, and number operations) representative of the effects of scientific variables in agriculture to determine overall crop yield.
Churning Through the Years The lack of refrigeration during the Middle Ages created the necessity for finding other ways to preserve food. Heavily salted butter stored in crocks was one way that milk could be preserved. In this unit, students will explore the physical and chemical science of butter through its production and nutritional analysis. Objectives: • Understand how force creates energy that enables molecules to separate during an emulsion, and evaluate how this relates to the physical nature of emulsions. • Analyze differences in the organic molecules that comprise dairy products. Say Cheese!
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Cheese production was another method for preserving milk. Cheese curds, the first step in making cheese, can be produced through enzyme catalysis and/or acid precipitation. In this unit different methods for producing cheese curds will be explored, as well as the underlying chemistry concepts involved in the process. Objectives: • Follow a recipe similar to that used in the Medieval period to produce a fresh cheese product. • Compare and relate information gained from a modeling activity to experimental data. • Identify the pH changes that are occurring throughout the process of making cheese. • Explore the molecular structure of common acids to discover commonalities that may lead to function. • Determine that acids donate hydrogen ions when placed in water. • Discover the effect of acid on milk proteins. • Use a model to predict outcomes of an experiment.
Medieval Measurement While successfully completing a sea voyage is dependent on so many factors, perhaps the most important is to know your location. During the Middle Ages, mariners used the quadrant and cross staff as navigational tools. Students will build these devices and use them to make measurements of the altitude and/or the angular separation between objects in order to calculate their height. Objectives: • Use a quadrant to determine the height of an object. • Predict and evaluate the accuracy of precision and limitations when using various measurement tools. • Use a Cross Staff and appropriate mathematical skills to measure the horizontal angular distance and actual horizontal distance between two objects. • Compare and contrast the method and accuracy of measurements using the Quadrant and the Cross Staff.
Marco Polo: Top Trader The Travels of Marco Polo inspired generations of merchants and explorers to travel to Asia to seek fame and fortune. In a game inspired by the journeys of Marco Polo, students will flex their mathematical and trading skills on a simulated journey to Asia. Objectives: • Calculate the prices of goods by mathematically manipulating various currencies using ratios and proportions. • Evaluate if the purchase of goods is profitable by successfully calculating currency exchange rates. • Use knowledge of probability and sample space to determine what options to choose. • Become familiar with the geography of the Silk Road and the patterns of trade for luxury goods in the Middle Ages.
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On the Verge of Time Measuring the passage of time plays an important role in our lives. The people who lived during the Middle Ages wanted to measure time as well, but were limited by the technology available. After exploring the ways that time was measured during the medieval period, students will use the engineering design cycle to build and improve a clock. Objectives: • Determine why time-keeping devices were necessary during the Medieval period, and make connections to how they are used in modern day society. • Collect and evaluate the use of early time-keeping devices such as the sundial, clepsydra, hourglass, and mechanical clock. • Use the engineering design cycle to construct a verge and foliot clock (mechanical clock) that executes a constant rate of time. Students will investigate the role that weight and intentional design have on the function of the clock.
Rags to Paper During the Middle Ages, writing was initially done on vellum made from animal skins. In subsequent years, paper made from linen and cotton was developed using a process that was cheaper and more efficient than the manufacturing of vellum. However, use of paper did not become popular until the late Middle Ages. In this unit, students will make their own cotton paper and discover the importance of the various materials used. Objectives: • Compress separate, natural fibers into a unified material to form paper. • Discover that water is a necessary component to the paper-making process. • Relate the properties of water to its necessary use in making rag paper. • Experience medieval technology through the process of paper-making. • Discover that useable paper can be produced through the use of a variety of techniques and materials. • Compare different paper sizing techniques and materials, and relate the importance of this procedure to the paper-making process.
We Are All Made of Stars The alchemists of the Middle Ages developed chemistry techniques and discovered practical uses for chemistry. In this unit, students will be introduced to the medieval study of Alchemy and discuss the possibility of transmutation. Objectives: • Understand that one of the main goals of the medieval alchemist was to transmute base metals to gold. • Compare the work that alchemists conducted to modern science. • Discover that changes in the atomic nucleus are necessary to transmute metals.
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Ashes, Ashes, We All Fall Down The Black Death was a one of the most widespread and deadly epidemics in history. Through simulations, students will investigate how death, immunity, and quarantine affect the spread of a disease though a population, and draw parallels between how epidemics affected populations in the medieval period as well as the preventive measures and modern medical interventions available today. Objectives: • Observe and evaluate the spread of an epidemic by participating in a kinesthetic simulation. • Collect and analyze data representative of the impact of the Black Death on medieval town populations. Students will determine how death, immunity, quarantine, and the spread of the disease affected population. Dose A split amongst alchemists began to occur late in the middle ages. Some alchemists, such as Paracelsus, firmly asserted that alchemy should not be concerned with transmutation, but with medicine. Students will create a series of dilutions of alcohol that act as dosages to determine the
LD50 (lethal dose – dose at which 50% of the population being studied fails to survive) for radish seeds. Objectives: • Determine the specific dosage of isopropyl alcohol that leads to a 50% rate of failure to grow for radish seeds in an experimental situation. • Relate the aforementioned dosage experiment to the work of Paracelsus and to the beginnings of the field of toxicology.
So Much Depends Upon Printing The invention of the printing press is considered by most historians to be the invention that defines the end of the medieval period and the beginning of the Renaissance. In order to invent moveable type, Gutenberg had many obstacles to overcome. In this unit, students will experience the difficulty of sharing information through writing and block printing. They will then explore one of Gutenberg’s technical challenges—finding a reliable way to make moveable type. They will then relate their learning to the ways that information is transmitted now. Objectives: • Relate the importance of the development of the printing press to the difficulty of mass producing print items manually, or through block printing. • Analyze and define aspects of the design process that Gutenberg employed in developing the printing press. • Explore the design problem of casting molds and using workable materials in developing typeface.
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Everything is Illuminated The culmination of the entire curriculum, through an exploration of their journals, this unit allows time for the students to reflect upon their journey through STEM in the Middle Ages. Objectives: • Collaboratively reflect on individual experiences with those of others through presentations and discussions of their journals. • Investigate the relationship between Medieval and modern day technologies and applications as it applies to the concepts learned throughout the curriculum. • Review and analyze what was learned through the activities in the curriculum as it relates to science, technology, engineering and mathematics (STEM).
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NOTES Background Information
For most of the Middle Ages, books were rare, expensive, and often beautiful. In the early years of the Medieval period, technological deficiencies prevented the efficient reproduction of books. Therefore, talented and gifted artists and writers were solely responsible for the production of texts. The majority of these documents were written on parchment (made of calf, sheep, or goat skin), and select few were written on vellum.
Illuminated manuscripts originally referred to illustrations within a book that were decorated with gold or silver. These artistic drawings were said to “embellish and illuminate” the text. In modern iterations, an illuminated manuscript is often considered to be any ornately decorated text. During the Medieval period, these manuscripts were primarily found in monasteries, where monks worked to hand-craft the documents. This proved to be a very time consuming and difficult task, and over time, scribes and illuminators were soon utilized to assist with production. When making a book, it was very common for a scribe to leave a space at the beginning of a section or chapter for a large illuminated letter. These letters decorated with images that related to the text. Illuminated letters often included fanciful flowers, creatures, and abstract designs. The first printed books, produced from the printing press, had hand drawn illuminations as well. However, as printing became more common, illuminating the text by hand went out of fashion.
Inquiry Overview
Through the creation of individual journals and illustration of an illuminated letter, students will explore the intricacies involved in Medieval book-making. They will also reflect on the efficiency, intricacy, and limitations of this process. Students will utilize this journal throughout their exploration of the Medieval curriculum by placing completed student pages within the journal itself. At the completion of the curriculum, students will review and compare their journals as a class.
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NOTES Activity
Activity: Illuminating the Journey Estimated Time: 60 minutes
Objectives: Illuminating the Journey • Experience the art of creating Materials: illuminated letters. per student: • Evaluate the procedural implications • 1 – Copy of Student Pages • 2 – Pieces of Tag Board and the importance of bookmaking in • 2 – Brass Fasteners the Middle Ages. • Assorted Art Supplies for the teacher: Standards: • Computer with Projector
Common Core State Standards ELA/Literacy: RH.6-8.7, SL.6-8.4, SL.6-8.5, SL.6-8.6
Suggested Inquiry Approach:
Begin this unit by first evaluating the students’ prior knowledge with medieval manuscripts and/or books. Pose the following questions to generate a whole class discussion:
Have you ever seen a very old book? What does it look like? Manuscripts, or books, that were produced during the Medieval period often contained an illuminated letter. What do you think this is? What do you think the illuminated letters symbolized? How do you think these books with illuminated letters were made?
Allow time for the students to explain their ideas, and encourage them to give a detailed explanation of how these documents are written and illustrated.
A PowerPoint with Next, show the students the Power Point included in the Teacher Resources various illuminated section of the Content Classroom. This slide show contains examples of letters and illuminated letters and manuscripts graciously supplied with permission from manuscripts is Syracuse University. During this time, students may be eager to critique and provided in the dissect the images to look for artistic characteristics and meanings of the Content Classroom! symbols. Encourage students to share their ideas.
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Inform the students that they will be creating their own manuscript as they NOTES complete the Medieval STEM curriculum. In this journal, they will place the student pages for each activity, as well as any additional pages containing materials or projects.
Begin by providing each student with the appropriate materials, including the student pages titled, Illuminating Your Journey. Select one volunteer to read the first page aloud. Then, as a class, brainstorm ideas for symbols that could be used in their designs, and discuss how they will create these designs using the materials provided. You may choose to record these ideas on a whiteboard or chart paper for students to use as a visual.
Next, allow time for the students to make a rough draft of their design. Each design should be unique and meaningful to the student, either expressing personal characteristics or acceptable images that they associate with the Middle Ages. They may also create this illuminated letter as the ornate letters that were popular during this time, and include interesting details such as flowers and greenery.
Once a rough draft has been completed, make available all of the necessary materials, and allow the students to complete their designs on the tag board. Once the designs have been created, the students should share their design with the class, and explain the symbols they chose in their design.
Students can then prepare their book for the remainder of the Medieval STEM curriculum by punching two holes in the cover and attaching subsequent student pages with the brass fasteners.
Debrief:
Have a discussion regarding this particular process in book-making:
• Was the process long or complicated? Explain your thoughts. • Compare the process of creating one illuminated letter to that of drawing multiple illuminations throughout an entire book: How much, time and effort would it be worth to create these images? • Why do you think the Medieval society valued such drawings? • Do you think that today’s technology and machinery would allow for such intricate illuminate letters? Why or why not?
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Unit 1: Illuminating the Journey Activity: Illuminating the Journey student pages Page 1 of 2
Illuminating Your Journey
Incipit. This word was often placed at the beginning of Medieval manuscripts. It means “here beginneth.” To the typical Medieval person who could not read, books must have seemed mysterious. After all, how could symbols on a page have any relationship to objects, people, or events in real life? Books were rare, expensive, and often beautiful, and some cost more than works of art. For example, The Codex Aureus, was so valuable that when it was stolen by the Vikings in the 9th Century, its owners paid a ransom for its return.
In creating books, the medieval scribes would leave space on the pages for decorations, or “illuminations,” to be painted. These illuminations were ornate and often contained intricate and meaningful symbols related to the text. It was very common for scribes to leave a space at the beginning of a chapter for a large illuminated letter.
As you begin your journey through the Middle Ages, you will construct a book to record your explorations. On the cover of the book you will create an illuminated letter of your own. As you create your letter, you will want to think about what symbols, decorations, or drawings you want to include. Make it unique!
• Use the tag board provided – two pieces, one for the front cover and one for the back cover. The illuminated letter will be placed on the front cover. • You are also provided two brass fasteners to place through the covers, student pages and other materials you will include in your book. • Throughout your Medieval STEM journey, you will receive many student pages. Be sure to collect them and place in the book as soon as they are completed. At the end of the journey, you will get a chance to explore all your “travels” through time!
Incipit. Let the journey begin…
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Illuminating Your Journey
Brainstorm a list of symbols, drawings, or decorations that you want to use for your illuminated letter:
Practice drawing the symbols that you will use, and create a draft of the letter that you will choose to illuminate. You may choose to research different font types before creating your design.
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Table of Contents
Curricular Objectives and Background...... 1 Acknowledgments...... 3 Standards...... 5 Unit Summaries and Objectives...... 11 Materials...... 19 Unit 1: Farming Frenzy...... 23 Unit 2: Tractor Physics...... 29 Unit 3: G-ROW-in’ Soybeans...... 41 Unit 4: Drift Mitigation...... 47 Unit 5: Water Management...... 59 Unit 6: It’s All About Those Traits...... 71 Unit 7: Nutrient Management...... 85 Unit 8: Soil Science...... 93 Unit 9: Amber Waves of Grain...... 105 Unit 10: So High, Silo...... 113 Unit 11: Precision Agriculture...... 119 Unit 12: Feed the World...... 131 Resources...... 145 Out of the Silo: Agronomic STEM
Curricular Objectives • Explore STEM topics in the context of Agronomy; the science and technology of producing and using plants for food and fuel. • Investigate issues at the forefront of agronomic research, including plant genetics, soil science, crop management systems, and new technologies. • Develop an understanding of the role of agriculture in Illinois and the world. • Engage in efficient process design and problem solving exercises to explore the multiple facets of the agricultural industry. • Collect and analyze real data to make inferences and informed decisions regarding agricultural processes and management systems.
Curriculum Summary
Out of the Silo: Agronomic STEM is a grade 6 – 8 curriculum which highlights the interplay between science, technology, engineering and mathematics inherent in the field of Agronomy. The growing of plants for commercial use, particularly food, is the essence of agronomy and the heart of this curriculum.
Agronomy in the Illinois region began long before Europeans arrived. Native Americans found the soil and climate well suited to growing corn and so it remains today. Fields for growing corn and soybeans dominate the state, as can be seen easily from the air. Students living in urban centers, who were unaware of Illinois’ rural nature, will use satellite imagery to see how dominant agriculture is in Illinois and come to understand just how much we all depend on the state’s number one business.
Students who frequently pass through the countryside in an automobile will learn much about what they have been seeing out the window. No longer will it be possible to drive past a silo, combine, or field of corn without remembering what they learned in IMSA Fusion. These students will enjoy explaining to their parents what is happening in these fertile fields and how all the parts of this complex business fit together to keep us fed.
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Acknowledgements
Out of the Silo: Agronomic STEM has been a collaborative venture with the generous support, help, and time of several organizations and individuals. We would like to acknowledge their expertise and enthusiasm, and show our gratitude for the insights and support that they have provided throughout the development of this curriculum.
We would like to thank University of Illinois' Department of Crop Sciences graduate students Nicholas Heller and IMSA alumni Jessica Bubert for their expertise and contributions to the genetics unit. These students participated in several curriculum development discussions and provided developmental assistance in the area of epigenetics. The introduction of the epigenetics activity would not have been possible without their input and creativity. They were especially helpful in developing a method for modeling the regulation of gene expression within a cell.
Scott Bretthauer is an extension specialist in the Department of Agricultural and Biological Engineering at the University of Illinois. Scott provided valuable insight into the effects of particle drift during pesticide application during a presentation at the University of Illinois’ Agronomy Day 2015. His discussion sparked the idea of providing students the opportunity to examine the relationship between droplet size, boom height and particle drift through observation and data collection.
In addition, we would like to recognize all of the wonderful people we spoke to along the way at the AMC Engineering Conference, the University of Illinois' Agronomy Day, the Illinois State Fair, the Farm Progress Show, and the Northern Illinois Farm Show.
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Next Generation Science Standards (NGSS)
MS-ETS1.A – The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.
MS-ETS1.B – A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions.
MS-ETS1.C – Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process – that is, some of those characteristics may be incorporated into the new design. The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.
MS-ETS1-1 - Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2 – Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3 – Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4 – Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process so that an optimal design can be achieved.
MS-ESS3-3 – Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3.C – Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
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MS-LS1.A – Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell.
MS-LS1.C – Plants, algae, and many microorganisms use the energy from light to make sugars from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.
MS-LS2-1 – Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-4 – Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS1-5 – Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
MS-LS2-5 – Evaluate competing design solutions for maintain biodiversity and ecosystem services.
MS-LS3.B – Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring.
MS-LS4.B – In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other.
MS-LS4-6 – Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
MS-LS4-5 – Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Next Generation Science Standards Reference: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
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NGSS Cross Cutting Concepts
1. Patterns 2. Cause and Effect: Mechanism and Explanation 3. Scale, Proportion, and Quantity 4. Systems and System Models 5. Energy and Matter: Flows, Cycles, and Conservation 6. Structure and Function 7. Stability and Change
NGSS Science and Engineering Practices
SEP1: Asking questions and defining problems. SEP2: Developing and using models. SEP3: Planning and carrying out investigations. SEP4: Analyzing and interpreting data. SEP5: Using mathematics and computational thinking. SEP6: Constructing explanations and designing solutions. SEP7: Engaging in argument from evidence. SEP8: Obtaining, evaluating, and communicating information.
Common Core State Standards Mathematics
6.EE.B.8 - Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
6.RP.A.1 - Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
6.RP.A.3 – Use ratio and rate reasoning to solve real-world and mathematical problems, e.g. by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
6.RP.A.3.C - Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
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6.SP.B.5 - Summarize numerical data sets in relation to their context.
6.G.A.2 - Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.
6.NS.C.8 - Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
7.NS.A.3 - Solve real-world and mathematical problems involving the four operations with rational numbers.
7.EE.B.4 - Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
7.RP.A.2 - Recognize and represent proportional relationships between quantities.
7.G.B - Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
7.G.B.6 - Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
8.F.A.2 - Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
8.F.B.5 - Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
8.G.C.9 - Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
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Common Core Mathematical Practices
MP1: Make sense of problems and persevere in solving them. MP2: Reason abstractly and quantitatively. MP3: Construct viable arguments and critique the reasoning of others. MP4: Model with mathematics. MP5: Use appropriate tools strategically. MP6: Attend to precision. MP7: Look for and make use of structure. MP8: Look for an express regularity in repeated reasoning.
Common Core State Standards ELA/Literacy
6-8.RI.7 - Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
6-8.RST.3 - Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
6-8.RST.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
6-8.RST.7 - Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
6-8.RST.9 - Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
6-8.WHST.1 - Write arguments focused on discipline-specific content.
6-8.WHST.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6-8.WHST.9 - Draw evidence from informational texts to support analysis, reflection, and research.
6-8.SL.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
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6.SL.2 - Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
7.SL.2 - Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
6-8.SL.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
6-8.RH.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Common Core Mathematics and ELA Standards Reference: Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers. Title: Common Core State Standards. Publisher: National Governors Association Center for best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010
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Unit Summaries
Illinois agriculture has a long and rich history. From the introduction of farming practices by the Native Americans to the development of storage facilities, transportation systems and implementation of machinery, the historical evolution of farming has flourished. Today, with over 74,000 farms accounting for approximately 72% of Illinois’ land, the state has become a national leader in the production of several crops. In the unit Farming Frenzy, students will race to uncover a variety of agricultural facts in an attempt to collect pentomino pieces needed to complete a puzzle. Many of the concepts featured in this activity serve as a preview of several units featured in this curriculum.
Modern tractors are sophisticated machines, shaped by the physics of their operating requirements. The interface between tire and soil is the focus for this unit. Tires must keep a tractor from sinking into soft soil and allow it to pull heavy loads, all without damaging the essential properties of the soil. By participating in Tractor Physics, students will tackle an engineering challenge by designing, constructing, and testing a set of tractor tires.
For the last several years, Illinois has been the national leading producer of soybeans. With fertile soil and a mild climate, Illinois serves as a perfect environment for this crop. Each year, at the beginning of the growing season, famers develop and execute a management system to achieve their primary goal of optimizing crop yield. In the unit G-ROW-in’ Soybeans, students will explore one agronomic practice related to maximizing crop yield: row spacing. Asked to develop a row spacing recommendation for a hypothetical farmer, students will consider how the distribution of plants provides access to natural resources and nutrients necessary for growth. Students will also determine the economic efficiency of the row spacing models prior to making their recommendation.
The application of chemical fertilizers and pesticides is an important part of crop management used to maximize yield. However, the improper application of these chemicals can have adverse effects on our environment. In the unit Drift Mitigation, students will use a model to investigate the relationship between spray droplet size and drift of chemicals away from a target plant. They will also analyze the trade-off between plant coverage and potential chemical drift and will research and recommend a series of management practices to reduce the impact of chemical drift on animal habitats, water bodies, neighboring plants, and the atmosphere.
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Because Illinois receives abundant rainfall, most farms require no irrigation. Many fields, however, do not drain quickly, which limits their productivity. In Water Management, students will learn about the variable nature of the water table to identify characteristics of fields which might benefit from drainage tiling. Finally, students will design and build a model tile drainage system for their field.
For over 10,000 years, farmers have been selecting plants with desirable traits and breeding them so that the offspring will also exhibit these desirable traits. With advances in science, techniques exist beyond traditional selective breeding to produce plants with an ever-increasing variety of traits. Genetic engineering has introduced characteristics such as pest and weed resistance, adaptability to climate change, and increased nutritional value into food plants such as corn and rice. Research into manipulating a plant’s epigenome in order to induce differences in observable traits has led to some exciting possibilities for modifying a plant’s traits without changing the underlying DNA code. In the unit It’s All About Those Traits, students will explore traditional selective breeding through analyzing kernel “samples” from two different ears of corn. They will learn about commercially- developed genetic modifications to corn and will research and propose new, novel traits to develop a corn plant of the future. Finally, students will simulate a cell’s production of proteins to explore how regulating the rate of transcription and translation impacts the expression of certain proteins, thus leading to variation in phenotypic traits.
Crops don’t appear out of thin air, or do they? In the unit Nutrient Management, students will critically examine the first recorded experiment in biology and learn about the sources of a growing plant’s mass. Next they will examine pictures of crops which are experiencing nutrient deficiencies. After diagnosing the deficiencies, students will select the appropriate fertilizers to apply on their fields. Applying fertilizer is one thing, but keeping it in the soil is another challenge. Students will select an actual Illinois farm field and design for it a nutrient retention system.
The United States is one of the most productive agricultural countries in the world. However, according to the book Know Soil, Know Life, only about 18% of total land is available for producing crops. As the human population continues to grow, soils used to grow annual crops will be pressed to produce more food per acre. Soil Science introduces students to the importance of soil in agriculture. Through activities in this unit, students will assume the role of soil scientists and will analyze soil samples to determine the soil’s texture. They will then debate which characteristics of the inorganic components of soil are best suited to growing crops. Furthermore, students will perform chemical tests on a soil sample to analyze the pH, nitrogen, phosphorus, and potassium levels in soil to determine its suitability for producing various crops such as corn, soybeans, wheat, and oats.
Illinois Mathematics and Science Academy® T 12 Out of the Silo: Agronomic STEM
By carefully observing images of traditional harvesting techniques, students will learn about the three basic phases of harvesting cereal crops in Amber Waves of Grain. Then students will design and build small machines capable of reaping, threshing, and winnowing. Next, students will explore the inner workings of modern combine harvesters. Finally, students will analyze data which highlight the dramatic effect of 200 years of agricultural mechanization.
Following harvest, a farmer must store their grain. Depending on the intended use of the crop, time of year, and supply, a farmer may transfer the crop into a grain silo or grain bin. These large structures, typically cylindrical and made of cement staves and steel panels, house grain at an appropriate moisture level for a designated period of time until needed for feed or market distribution. In the unit So High, Silo, students will be presented with an engineering design challenge to develop a storage container that holds a grain sample. Students will exercise their knowledge of volumetric measurement and properties of three dimensional figures to construct their container, and then evaluate their design for efficiency and optimization level.
In the culminating activity, students will revisit many of the agronomic concepts investigated in this curriculum by applying their knowledge to a real-world problem. By 2050, it is predicted that the world’s population will increase by approximately two to three billion people. Already struggling to provide food and nourishment to our current population, there is a growing concern that the demand for more food will surpass the ability to produce. In Feed the World, students will explore the implications of this global crisis and pose potential solutions that increase crop yield while minding the planet’s environment. Applying their understanding of science and technology, students will build their own cyber farm using the interactive simulation Top Crop: Farming for the Future. Designed by National Geographic Education, this experience will require students to systematically apply multiple agricultural technologies and tools in an effort to produce a high- yielding, sustainable farm.
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Illinois Mathematics and Science Academy® T 14 Out of the Silo: Agronomic STEM
Unit Objectives
Farming Frenzy Determine the impact of the agricultural industry on Illinois’ economy. Quantify the amount of Illinois land that is used for farming. Identify essential farming components (i.e., soil nutrients, treatments and preventative technologies) used in the agricultural industry.
Tractor Physics Construct a model tractor which can be used to examine the interactions between tires and soil. Redesign a tractor wheel to improve flotation. Measure ground pressure and explore the effects of ground pressure on soil compaction. Design and fabricate a tread pattern which maximizes traction.
G-ROW-in’ Soybeans Identify multiple row spacing models used by soybean farmers and determine how these planting arrangements impact crop yield. Explore how row spacing influences the amount of access that a plant has to the natural resources it needs to grow. Recommend a row spacing model that considers overall yield, economic efficiency, and potential environmental threats for a hypothetical farmer.
Drift Mitigation Compare the amount of spray coverage provided to a plant with various droplet sizes of water. Determine the relationship between application height and coverage, and hypothesize how adjusting spray nozzles impacts coverage at different heights. Investigate the relationship between droplet size and application height to drift. Research the impact of particle drift on the environment. Develop management practices which will reduce the amount of sprayed chemical drift away from the intended target.
Illinois Mathematics and Science Academy® T 15 Out of the Silo: Agronomic STEM
Water Management Develop a technique to measure the porosity of soil. Explain how a high water table can reduce crop yields. Design and test a drainage tiling system.
It’s All About Those Traits Identify different phenotypes of corn (maize) kernels. Use ratios and sampling to determine which of two different ears of corn is most likely to have produced a given sample of kernels. Use Punnett Squares to determine the genotypes of the “parents” that produced the different kernel samples. Compare and contrast traditional selective breeding techniques with genetically engineering a desired trait in corn. Model the regulation of gene expression in a hypothetical cell. Discuss the potential role that epigentic variation may play in improving corn crops of the future.
Nutrient Management Identify the most important nutrients needed by crops. Identify which nutrient deficiency is impacting a stressed corn plant. Explore the chemistry of three common fertilizers. Design a system to minimize nutrient loss in tile-drained field.
Soil Science Understand that soil is composed of inorganic and organic solid material, water, and air. Investigate the properties of the inorganic solid components of soil: sand, silt, and clay. Recognize that varying proportions of sand, silt, and clay in a soil impact the soil’s ability to hold and transmit water. Experimentally determine the soil texture of a local soil sample. Determine the chemical composition of a local soil sample for pH, nitrate, phosphorus, and potassium levels. Analyze a given soil’s ability to support crops such as corn, soybeans, wheat, and oats. Provide recommendations for amending a given soil to support the needs of various crop plants.
Illinois Mathematics and Science Academy® T 16 Out of the Silo: Agronomic STEM
Amber Waves of Grain Identify patterns in the process of harvesting cereal crops. Quantify the impact of agricultural mechanization on American society. Understand the mechanical functions of a modern combine harvester.
So High, Silo Determine how grain bins and silos are used in the agricultural industry. Identify the geometric features of grain bins and silos, and determine how their characteristics contribute to the function of the structure. Engineer a structure to store a given volume of corn.
Feed the World Use population data and evaluate mathematical trends to predict the world’s population in 2050. Discuss the implications of feeding the world’s population in 2050, and identify how this global challenge affects the agricultural industry. Identify sustainable farming practices that minimize negative impacts on the environment and preserve natural ecosystems. Evaluate farming practices that increase crop yield through the management of soil nutrition, pests, weeds and drought. Interpret data and use problem-solving skills to identify problems in a real-world agricultural context. Create and maintain a sustainable cyber farm through the strategic application of agricultural technology and tools. Propose solutions that could potentially help alleviate the challenge of feeding the world’s population in 2050 and beyond.
Illinois Mathematics and Science Academy® T 17 Out of the Silo: Agronomic STEM Unit 1: Farming Frenzy
NOTES Objectives: • Determine the impact of the agricultural industry on Illinois’ economy. • Quantify the amount of Illinois land that is used for farming. • Identify essential farming components (i.e., soil nutrients, treatments and preventative technologies) used in the agricultural industry.
Background Information
Illinois agriculture has a long and rich history. Approximately 7,000 years ago, Native Americans and settlers from the eastern United States introduced farming practices to the area. Growing corn, squash, grains and other crops, early farmers quickly recognized the fertility of the Illinois soil. Over the next several decades, the development of storage facilities and transportation systems helped propel Illinois into one of the nation’s top agricultural states. Finally, in the year 1860, the state was recognized as the top producer of corn and wheat. The rich history of Illinois’ agricultural industry continues today.
Today, with over 74,000 farms, approximately 72% of Illinois’ land is used for farming. Within the last several years, the state has been a national leader in the production of corn and soybeans, as well as a valuable contributor of pumpkins, grain and other agricultural commodities. The marketing of these items generates more than $19 billion annually, making this industry one of the most significant contributors to the state’s economic system.
Inquiry Overview
In this unit, students will explore interesting facts related to Illinois’ agricultural industry. Working in small groups, student teams will complete a series of trivia questions evaluating their knowledge of many important components of farming (i.e., soil nutrients, land usage, the economic significance, use of commodities, etc.). Upon successfully answering each question, students will receive one pentomino piece. These manipulatives are commonly used in geometry mathematics. Once each student team has
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Agronomic STEM Unit 1: Farming Frenzy
NOTES collected all twelve of their pentomino pieces, they will work together to solve a tractor puzzle. By strategically placing the pentominoes into the silhouette, students will complete the tractor.
Activity
Activity 1: It’s Trivia
Objectives: • Determine the impact of the agricultural industry on Illinois’ economy. • Quantify the amount of Illinois land that is used for farming. • Identify essential farming components (i.e., soil nutrients, treatments and preventative technologies) used in the agricultural industry.
Standards: It’s Trivia Materials: NGSS: SEP8 for each student: • Student Pages CCSS Mathematics: 6.RP.A.3.C, MP1 for each team of 3: CCSS ELA/Literacy: 6.RI.7, 6-8.RST.4, 6-8.RST.9 • 1 Set of Pentominoes • 1 Tractor Puzzle • Calculator (Optional) Estimated Time: for the teacher: • 5 Minutes – Introductory Discussion • Computer with Projector • 40 Minutes – Trivia Activity and Audio • 15 Minutes – Debrief • It’s Trivia Cards • Tape Advanced Preparation:
Prior to beginning the activity, prepare the trivia cards by folding them in half so the number is visible on the outside and the question is hidden inside the card. It is suggested that you space the cards throughout the classroom and secure each card to an area where students can easily read the questions.
Also, prepare the pentomino sets. Each set consists of twelve pieces. Students will work in ten teams, with each team having their own set of pentominoes. You may choose to number each set (1-10) and then designate each team a corresponding number. Please note that several teams will have the same colored pentomino set, and should keep their pieces separated.
Finally, determine where you will be located within the classroom. This should be an area that is easily accessible to all students (such as the center of the classroom).
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Agronomic STEM Unit 1: Farming Frenzy
Suggested Inquiry Approach: NOTES To begin, arrange the students into small groups of 3. At this time, you may choose to assign each team the number that corresponds with their pentomino set. Distribute the student pages to each learner and ask for a volunteer to read the Introduction aloud.
Explain to the students that they will begin their study of Agronomic STEM by completing a trivia challenge. At this time, review the procedure with each team. By correctly answering a series of trivia questions about Illinois agriculture, students will collect pentomino pieces that will then be used to complete a tractor puzzle.
Finally, before students begin their challenge, take several minutes to review the rules of the activity. Answer any questions that students may have regarding the regulations of the game at this time. Also, verbally set your expectations in terms of student behavior and explain the consequences of failing to meet these expectations.
Allow plenty of time for students to complete the activity and provide appropriate hints when necessary. When student teams have collected all of Note: A PowerPoint their pieces, provide each team with a puzzle. Encourage them to work with the tractor collaboratively to solve the tractor puzzle. puzzle solution is available in the Finally, when all teams have completed the trivia questions and tractor puzzle, Teacher Resources take several minutes to debrief their experience. Direct students back to their file in the Content student pages to answer the included questions. Classroom for this Debrief Activity 1: unit.
. What trivia fact surprised you the most?
. After answering all of the trivia questions, what would you like to learn more about?
. What “pieces” make up agriculture?
. What do you think the title of this curriculum means?
This final debrief question allows students to make predictions and reference their prior knowledge to define a potentially unfamiliar term. You may choose to record student ideas on chart paper to refer back to at the end of this curriculum. This would provide students with an opportunity to evaluate the knowledge they have gained by participating in Agronomic STEM.
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Agronomic STEM Unit 1: Farming Frenzy
NOTES Answer Key with hints:
Question One: Approximately 72%
Question Two: (Any combination of) Iowa, Illinois, Indiana, southern Michigan, western Ohio, eastern Nebraska, eastern Kansas, southern Minnesota and Missouri.
Question Three: They are made of corn.
Question Four: An Illinois farmer feeds approximately 156 people.
Question Five: Nitrogen, Phosphorus, and Potassium (HINT: If students are familiar with the Periodic Table, these elements are identified as N, P and K respectfully)
Question Six: The average age of an Illinois farmer is 56 years old.
Question Seven: (Any combination of) Canada, Mexico, Peru, Columbia, Israel, Egypt, Taiwan, and Japan.
Question Eight: #1 Soybeans, #2 Corn, #3 Potatoes, #4 Grain (or Wheat) (HINT: For this question, you may choose to tell students how many of their choices are correct)
Question Nine: There are approximately 800 corn kernels on an ear of corn. Students should be within 50 kernels. (HINT: You may choose to tell students if they need to estimate “higher” or “lower”)
Question Ten: Tractors are used in the agricultural industry to pull machinery.
Question Eleven: Irrigation Bugs
Fertilizer Drought
Pesticides Weeds
Herbicides Soil Nutrition
Question Twelve: Planting Seed, Fertilizer and Chemicals – Blue
Farm Machinery – Red
Farming Services and Rent – Green
Taxes - Purple
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Agronomic STEM Unit 1: Farming Frenzy
EXTENSIONS NOTES
Students could further investigate the mathematical relationships of pentominoes. Additional information on this concept can be located at:
- https://www.scholastic.com/blueballiett/games/pentominoes_game.htm - http://www.neok12.com/games/pentominoes/pentominoes.htm
Also, two additional pentomino puzzles are available in the Teacher Resources file of the Content Classroom, at learning.imsa.edu, for this unit. If time allows, students may enjoy completing these truck puzzles.
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Unit 1: Farming Frenzy Activity: It’s Trivia Student Pages Page 1 of 4 Introduction: Illinois agriculture has a long and rich history. Generating more than $19 billion dollars annually, this industry has flourished and is now nationally ranked in the production of many crops and raw materials. Illinois’ fertile soil and climate enable farmers to grow, raise and maintain a variety of agricultural commodities. In the following activity, you will test your knowledge of Illinois’ agricultural industry by participating in a trivia challenge!
Procedure:
Working in a small group, your team will be responsible for answering twelve trivia questions. Each question will evaluate your knowledge of the agricultural industry and Illinois farming. Upon correctly answering each question, you will receive a pentomino piece from your instructor. Once your team has collected all of the pieces, arrange your pentominoes correctly to complete a tractor puzzle. Good luck!
Rules:
All team members must work on the same question at the same time. You cannot “divide and conquer”.
You may answer the questions in any order.
After answering a question, you must check your solution with the instructor before attempting to answer another question. If your answer is incorrect, return to the question and determine a new solution.
Some questions will require you to solve mathematical problems. All work must be shown.
All team members must record the answers to the trivia questions on their student pages.
All pentomino pieces must be collected before you begin solving the tractor puzzle.
Illinois Mathematics and Science Academy® S 1 Unit 1: Farming Frenzy Activity: It’s Trivia Student Pages Page 2 of 4
Question One Question Two Solve: 1.______
2.______
3.______
Question Three Question Four Solve:
______
Question Five Question Six Solve: ______
______
______
Illinois Mathematics and Science Academy® S 2 Unit 1: Farming Frenzy Activity: It’s Trivia Student Pages Page 3 of 4
Question Seven Question Eight
1.______1.______
2.______2.______
3.______3.______
4.______8.______
Question Nine Question Ten Solve:
Estimate:______
Question Eleven Question Twelve (Record the Color)
Irrigation Bugs Planting Seed, Fertilizer and ______Chemicals Fertilizer Drought Farm Machinery ______Pesticides Weeds Farming Services and Rent ______Herbicides Soil Nutrition Taxes ______
Illinois Mathematics and Science Academy® S 3 Unit 1: Farming Frenzy Activity 1: It’s Trivia Student Pages Page 4 of 4
Complete the Puzzle:
After you have collected all of your pentomino pieces, your instructor will provide you with a tractor puzzle. Work as a team to complete the puzzle. Strategically place the pieces according to the following rules:
All 12 pieces must be used. All pieces must lay flat. All pieces must touch. No pieces can overlap.
Debrief Questions:
Answer the following questions with your team members. Be prepared to share your ideas with the class.
What trivia fact surprised you the most?
After answering all of the trivia questions, what would you like to learn more about?
What “pieces” make up agriculture?
What do you think the title of this curriculum (Agronomic STEM) means?
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